Plagiarism Differences in High School and College Students
Plagiarism or Paraphrasing: Does it Matter Anymore?
How the Internet Affects Plagiarism
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She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"A Stanford study shows that ChatGPT detectors often fail to catch AI-generated content and have biases against non-native English, making them less useful than English teachers hope.","status":"publish","parent":0,"modified":1693594023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1305},"headData":{"title":"How easy is it to fool ChatGPT detectors? | KQED","description":"GPT detectors often fail to catch AI-generated content and misclassify work by non-native English speakers, making them less useful than teachers hope.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"GPT detectors often fail to catch AI-generated content and misclassify work by non-native English speakers, making them less useful than teachers hope.","schema":{"@context":"http://schema.org","@type":"Article","headline":"How easy is it to fool ChatGPT detectors?","datePublished":"2023-09-04T10:00:26.000Z","dateModified":"2023-09-01T18:47:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">A high school English teacher recently explained to me how she’s coping with the \u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">latest challenge\u003c/a> to education in America: ChatGPT. She runs every student essay through five different generative AI detectors. She thought the extra effort would \u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">catch the cheaters\u003c/a> in her classroom.\u003c/p>\n\u003cp class=\"p7\">A clever series of experiments by computer scientists and engineers at Stanford University indicate that her labors to vet each essay five ways might be in vain. The researchers demonstrated how seven commonly used GPT detectors are so primitive that they are both easily fooled by machine generated essays and improperly \u003ca href=\"https://www.washingtonpost.com/technology/2023/04/01/chatgpt-cheating-detection-turnitin/\">flagging innocent students\u003c/a>. Layering several detectors on top of each other does little to solve the problem of false negatives and positives.\u003c/p>\n\u003cp class=\"p7\">“If AI-generated content can easily evade detection while human text is frequently misclassified, how effective are these detectors truly?” the Stanford scientists wrote in a \u003ca href=\"https://www.cell.com/patterns/fulltext/S2666-3899(23)00130-7?_returnURL=https://linkinghub.elsevier.com/retrieve/pii/S2666389923001307?showall=true\">\u003cspan class=\"s2\">July 2023 paper\u003c/span>\u003c/a>, published under the banner, “\u003ca href=\"https://www.cell.com/action/showPdf?pii=S2666-3899(23)00130-7\">\u003cspan class=\"s2\">opinion\u003c/span>\u003c/a>,” in the peer-reviewed data science journal Patterns. “Claims of GPT detectors’ ‘99% accuracy’ are often taken at face value by a broader audience, which is misleading at best.”\u003c/p>\n\u003cp class=\"p7\">The scientists began by generating 31 counterfeit college admissions essays using \u003ca href=\"https://openai.com/blog/chatgpt\">\u003cspan class=\"s2\">ChatGPT 3.5\u003c/span>\u003c/a>, the free version that any student can use. GPT detectors were pretty good at flagging them. Two of the seven detectors they tested caught all 31 counterfeits.\u003c/p>\n\u003cp class=\"p7\">But all seven GPT detectors could be easily tricked with a simple tweak. The scientists asked ChatGPT to rewrite the same fake essays with this prompt: “Elevate the provided text by employing literary language.” Detection rates plummeted to near zero (3%, on average).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"aligncenter size-full wp-image-62322\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png\" alt=\"\" width=\"780\" height=\"978\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1-160x201.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image1-1-768x963.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp class=\"p7\">I wondered what constitutes literary language in the ChatGPT universe. Instead of college essays, I asked ChatGPT to write a paragraph about the perils of plagiarism. In ChatGPT’s first version, it wrote: “Plagiarism presents a grave threat not only to academic integrity but also to the development of critical thinking and originality among students.” In the second, “elevated” version, plagiarism is “a lurking specter” that “casts a formidable shadow over the realm of academia, threatening not only the sanctity of scholastic honesty but also the very essence of intellectual maturation.”\u003cspan class=\"Apple-converted-space\"> \u003c/span>If I were a teacher, the preposterous magniloquence would have been a red flag. But when I ran both drafts through several AI detectors, the boring first one was flagged by all of them. The flamboyant second draft was flagged by none. Compare the \u003ca href=\"https://hechingerreport.org/wp-content/uploads/2023/08/090423-Plagiarism-drafts-1.pdf\">\u003cspan class=\"s2\">two drafts side by side\u003c/span>\u003c/a> for yourself.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Simple prompts bypass ChatGPT detectors. Red bars are AI detection before making the language loftier; gray bars are after.\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62320\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62320\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png\" alt=\"\" width=\"780\" height=\"454\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1-160x93.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image3-1-768x447.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">For ChatGPT 3.5 generated college admission essays, the performance of seven widely used ChatGPT detectors declines markedly when a second round self-edit prompt (“Elevate the provided text by employing literary language”) is applied. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">Meanwhile, these same GPT detectors incorrectly flagged essays written by real humans as AI generated more than half the time when the students were not native English speakers. The researchers collected a batch of 91 practice English TOEFL essays that Chinese students had voluntarily uploaded to a \u003cspan class=\"s2\">test-prep forum\u003c/span> before ChatGPT was invented. (TOEFL is the acronym for the Test of English as a Foreign Language, which is taken by international students who are applying to U.S. universities.) After running the 91 essays through all seven ChatGPT detectors, 89 essays were identified by one or more detectors as possibly AI-generated. All seven detectors unanimously marked one out of five essays as AI authored. By contrast, the researchers found that GPT detectors accurately categorized a separate batch of 88 eighth grade essays, submitted by real American students.\u003c/p>\n\u003cp class=\"p7\">My former colleague Tara García Mathewson brought this research to my attention in her first story for The Markup, which highlighted how international college students are facing \u003ca href=\"https://themarkup.org/machine-learning/2023/08/14/ai-detection-tools-falsely-accuse-international-students-of-cheating\">\u003cspan class=\"s2\">unjust accusations of cheating\u003c/span>\u003c/a> and need to prove their innocence. The Stanford scientists are warning not only about unfair bias but also about the futility of using the current generation of AI detectors.\u003c/p>\n\u003cp class=\"p10\">\u003cb>Bias in ChatGPT detectors. Leading detectors incorrectly flag a majority of essays written by international students, but accurately classify writing of American eighth graders. \u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_62321\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-62321\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png\" alt=\"\" width=\"780\" height=\"449\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1.png 780w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1-160x92.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/08/image2-1-768x442.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">More than half of the TOEFL (Test of English as a Foreign Language) essays written by non-native English speakers were incorrectly classified as “AI-generated,” while detectors exhibit near-perfect accuracy for U.S. eighth graders’ essays. \u003ccite>(Source: Liang, W., et al. “GPT detectors are biased against non-native English writers,” 2023.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p7\">The reason that the AI detectors are failing in both cases – with a bot’s fancy language and with foreign students’ real writing – is the same. And it has to do with how the AI detectors work. Detectors are a machine learning model that analyzes vocabulary choices, syntax and grammar. A widely adopted measure inside numerous GPT detectors is something called “text perplexity,” a calculation of how predictable or banal the writing is. It gauges the degree of “surprise” in how words are strung together in an essay. If the model can predict the next word in a sentence easily, the perplexity is low. If the next word is hard to predict, the perplexity is high.\u003c/p>\n\u003cp class=\"p7\">Low perplexity is a symptom of an AI generated text, while high perplexity is a sign of human writing. My intentional use of the word “banal” above, for example, is a lexical choice that might “surprise” the detector and put this column squarely in the non-AI generated bucket.\u003c/p>\n\u003cp class=\"p7\">Because text perplexity is a key measure inside the GPT detectors, it becomes easy to game with loftier language. Non-native speakers get flagged because they are likely to exhibit less linguistic variability and syntactic complexity.\u003c/p>\n\u003cp class=\"p7\">The seven detectors were created by \u003ca href=\"https://originality.ai/\">\u003cspan class=\"s2\">originality.ai\u003c/span>\u003c/a>, Quill.org, \u003ca href=\"https://sapling.ai/ai-content-detector\">\u003cspan class=\"s2\">Sapling\u003c/span>\u003c/a>, \u003ca href=\"https://crossplag.com/\">\u003cspan class=\"s2\">Crossplag\u003c/span>\u003c/a>, \u003ca href=\"https://gptzero.me/\">\u003cspan class=\"s2\">GPTZero\u003c/span>\u003c/a>, \u003ca href=\"https://www.zerogpt.com/\">\u003cspan class=\"s2\">ZeroGPT\u003c/span>\u003c/a> and OpenAI (the creator of ChatGPT). During the summer of 2023, Quill and \u003cspan class=\"s2\">OpenAI\u003c/span> both \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">decommissioned\u003c/a> their free AI checkers because of inaccuracies. Open AI’s website says it’s planning to launch a \u003ca href=\"https://openai.com/blog/new-ai-classifier-for-indicating-ai-written-text\">\u003cspan class=\"s2\">new one\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">“We have taken down AI Writing Check,” Quill.org wrote on its website, “because the new versions of Generative AI tools are too sophisticated for detection by AI.”\u003c/p>\n\u003cp class=\"p7\">The site blamed newer generative AI tools that have come out since ChatGPT launched last year. For example, \u003ca href=\"https://undetectable.ai/\">\u003cspan class=\"s2\">Undetectable AI\u003c/span>\u003c/a> promises to turn any AI-generated essay into one that can evade detectors … for a fee.\u003c/p>\n\u003cp class=\"p7\">Quill recommends a clever workaround: check students’ Google doc version history, which Google captures and saves every few minutes. A normal document history should show every typo and sentence change as a student is writing. But someone who had an essay written for them – either by a robot or a ghostwriter – will simply copy and paste the entire essay at once into a blank screen. “No human writes that way,” the Quill site says. A more detailed explanation of how to check a document’s version history is \u003ca href=\"https://aiwritingcheck.org/\">\u003cspan class=\"s2\">here\u003c/span>\u003c/a>.\u003c/p>\n\u003cp class=\"p7\">Checking revision histories might be more effective, but this level of detective work is ridiculously time consuming for a high school English teacher who is grading dozens of essays. AI was supposed to save us time, but right now, it’s adding to the workload of time-pressed teachers!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-its-easy-to-fool-chatgpt-detectors/\">\u003cspan class=\"s2\">\u003ci>ChatGPT detectors\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s2\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors","authors":["byline_mindshift_62317"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_1023","mindshift_21511","mindshift_739","mindshift_482"],"featImg":"mindshift_62319","label":"mindshift"},"mindshift_33566":{"type":"posts","id":"mindshift_33566","meta":{"index":"posts_1591205157","site":"mindshift","id":"33566","score":null,"sort":[1390489207000]},"guestAuthors":[],"slug":"is-it-plagiarism-or-collaboration","title":"Is It Plagiarism or Collaboration?","publishDate":1390489207,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33573\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mattcornock/8812245178/sizes/z/\">\u003cimg class=\"size-full wp-image-33573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg\" alt=\"8812245178_5cf413c934_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.\u003c/p>\n\u003cp>In fact, \u003ca href=\"http://www.nbcnews.com/technology/teachers-say-plagiarism-informality-are-byproducts-digital-influence-writing-6C10658019\">a recent PEW research study found\u003c/a> that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights. In my \u003ca href=\"http://plpnetwork.com/2013/10/08/google-drive-leave-tire-marks-lesson-plans/\">recent article about using Google Drive\u003c/a> as a system for students to write and submit work, many of the readers who commented expressed their concern that students would use such a tool to “peek” at their peers’ work and perhaps use it for “inspiration.”\u003c/p>\n\u003cp>These concerns lead us to an interesting discussion about collaboration and plagiarism in the classroom. It's true that tools such as \u003ca href=\"http://en.wikipedia.org/wiki/Blog\">blogging\u003c/a>, \u003ca href=\"http://en.wikipedia.org/wiki/Social_media\">social media\u003c/a>, \u003ca href=\"http://indianajen.com/2013/09/16/google-drive-a-better-method/\">Google Drive\u003c/a>, and \u003ca href=\"http://indianajen.com/2013/03/11/using-dropbox-in-the-classroom/\">DropBox\u003c/a> (among others) allow for faster and easier communication and collaboration – skill sets that many educators and business leaders have identified as valuable and important today. But when does collaboration cross the line into plagiarism, out in the digital frontier of education?\u003c/p>\n\u003cp>In the balance, does plagiarism make these tools more problematic than they are useful?\u003c/p>\n\u003ch3>\u003cstrong>An Interesting Dilemma\u003c/strong>\u003c/h3>\n\u003cp>We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it \u003ca href=\"http://www.plagiarism.org/\">plagiarism\u003c/a> or cheating, and technology is often identified as the instrument that tempts students into such behavior.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This leads to a broader and more provocative question. Should we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.\u003c/p>\n\u003cp>Instead of fighting a losing battle (as my grandmother would put it – “You can’t nail jello to a wall!”) by trying to ban any type of interaction with students online, what if we incorporated collaboration into our lessons \u003cem>and\u003c/em> our assessments?\u003c/p>\n\u003ch3>\u003cstrong>Transforming “Cheating” Into Collaboration? \u003c/strong>\u003c/h3>\n\u003cp>While students should not be copying and pasting somebody else’s content, at the same time it’s engaging and fruitful for them to be able to discuss assignments and enlist assistance from their peers across the board. For example, students who are working on a research essay on topics that they've chosen, can share their work with their peers, looking for feedback, input, or guidance. This is not cheating, rather it is collaboration. It should be open and above board – transparent – but this is exactly how they should grow as learners.\u003c/p>\n\u003cp>[contextly_sidebar id=\"daf70ec57b640ac31ea741bc8d492313\"]\u003c/p>\n\u003cp>Using tools like Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet, teacher can see their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History), and can track not only quality, but quantity. (See the post on \u003ca href=\"http://indianajen.com/2013/10/20/google-docs-research-how-to/\" target=\"_blank\">Google Docs and research\u003c/a>.)\u003c/p>\n\u003cp>We have all heard students complain that a member of the group has “contributed nothing.” Now, there's a method to verify. While student A may have contributed fewer comments or changes, those contributions may have been especially meaningful and balanced. Likewise, if student B has never logged into the system, the teacher knows this well before the project is complete and can follow up and discuss with that student the necessities of participation.\u003c/p>\n\u003ch3>\u003cstrong>But What About the Test?\u003c/strong>\u003c/h3>\n\u003cp>Outside of project work or written papers, we still have the formal quiz and test assessment. Many of us are \u003cem>required\u003c/em> to do testing in our classes (in the form of mid-terms or finals). This does not mean that the anti-collaboration walls must go up.\u003c/p>\n\u003cp>Now, we ask students not to discuss test questions or we guard them in the fear that those questions will leak out via cellphone snapshots — or that a student might Google the answer. Perhaps it’s time to reassess how we write our exams. If you can Google the answer, how good is the question?\u003c/p>\n\u003cp>Do we want students to simply memorize and regurgitate information? Is this the type of learning that we value in the 21st century? Or do we want them to think, assess, reason, and verbalize (vocally or in written form) their processes and ideas? I would argue that the latter is better not only in assessment but in overall skills.\u003c/p>\n\u003cp>A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account. I’m not left to figure out what they DID know from a T/F or multi-choice “wrong” answer.\u003c/p>\n\u003cp>Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.\u003c/p>\n\u003cp>Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on \u003ca href=\"http://indianajen.com/2013/05/16/reblogged-from-edudemic-combating-plagiarism-on-the-digital-frontier/\" target=\"_blank\">combating plagiarism\u003c/a>.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.\u003c/p>\n\u003cp>The reality is that rote memorization is largely becoming obsolete and not a reflection of the needs we have in our citizens or our workforce. Instead, we need to get busy fostering creative and developmental skills that will allow them to achieve through their skills as collaborators and creative makers and shapers of information and ideas.\u003c/p>\n\u003cp>This is the power of the new technologies that are populating the digital frontier of education.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TeacherJenCarey\">Jennifer Carey\u003c/a> is Director of Academic Technology at the \u003ca href=\"http://www.ransomeverglades.org\">Ransom Everglades School \u003c/a> in Coconut Grove, Florida. This post originally appeared on\u003ca href=\"http://plpnetwork.com/2013/12/16/plagiarism-vs-collaboration-educations-digital-frontier/\"> Powerful Learning Blog\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms. In the balance, does plagiarism make these tools more problematic than they are useful?","status":"publish","parent":0,"modified":1390491819,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1106},"headData":{"title":"Is It Plagiarism or Collaboration? | KQED","description":"It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms. In the balance, does plagiarism make these tools more problematic than they are useful?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is It Plagiarism or Collaboration?","datePublished":"2014-01-23T15:00:07.000Z","dateModified":"2014-01-23T15:43:39.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"33566 http://blogs.kqed.org/mindshift/?p=33566","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/23/is-it-plagiarism-or-collaboration/","disqusTitle":"Is It Plagiarism or Collaboration?","path":"/mindshift/33566/is-it-plagiarism-or-collaboration","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33573\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/mattcornock/8812245178/sizes/z/\">\u003cimg class=\"size-full wp-image-33573\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg\" alt=\"8812245178_5cf413c934_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/8812245178_5cf413c934_z-e1390453341731-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.\u003c/p>\n\u003cp>In fact, \u003ca href=\"http://www.nbcnews.com/technology/teachers-say-plagiarism-informality-are-byproducts-digital-influence-writing-6C10658019\">a recent PEW research study found\u003c/a> that while educators find technology beneficial in teaching writing skills, they feel it has also led to a direct increase in rates of plagiarism and infringement of intellectual property rights. In my \u003ca href=\"http://plpnetwork.com/2013/10/08/google-drive-leave-tire-marks-lesson-plans/\">recent article about using Google Drive\u003c/a> as a system for students to write and submit work, many of the readers who commented expressed their concern that students would use such a tool to “peek” at their peers’ work and perhaps use it for “inspiration.”\u003c/p>\n\u003cp>These concerns lead us to an interesting discussion about collaboration and plagiarism in the classroom. It's true that tools such as \u003ca href=\"http://en.wikipedia.org/wiki/Blog\">blogging\u003c/a>, \u003ca href=\"http://en.wikipedia.org/wiki/Social_media\">social media\u003c/a>, \u003ca href=\"http://indianajen.com/2013/09/16/google-drive-a-better-method/\">Google Drive\u003c/a>, and \u003ca href=\"http://indianajen.com/2013/03/11/using-dropbox-in-the-classroom/\">DropBox\u003c/a> (among others) allow for faster and easier communication and collaboration – skill sets that many educators and business leaders have identified as valuable and important today. But when does collaboration cross the line into plagiarism, out in the digital frontier of education?\u003c/p>\n\u003cp>In the balance, does plagiarism make these tools more problematic than they are useful?\u003c/p>\n\u003ch3>\u003cstrong>An Interesting Dilemma\u003c/strong>\u003c/h3>\n\u003cp>We want students to do “group work,” to collaborate, and to discuss. However, we have very specific realms in which we want this to happen: the group assignment, the in-class discussion, studying for exams, etc. At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it \u003ca href=\"http://www.plagiarism.org/\">plagiarism\u003c/a> or cheating, and technology is often identified as the instrument that tempts students into such behavior.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This leads to a broader and more provocative question. Should we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.\u003c/p>\n\u003cp>Instead of fighting a losing battle (as my grandmother would put it – “You can’t nail jello to a wall!”) by trying to ban any type of interaction with students online, what if we incorporated collaboration into our lessons \u003cem>and\u003c/em> our assessments?\u003c/p>\n\u003ch3>\u003cstrong>Transforming “Cheating” Into Collaboration? \u003c/strong>\u003c/h3>\n\u003cp>While students should not be copying and pasting somebody else’s content, at the same time it’s engaging and fruitful for them to be able to discuss assignments and enlist assistance from their peers across the board. For example, students who are working on a research essay on topics that they've chosen, can share their work with their peers, looking for feedback, input, or guidance. This is not cheating, rather it is collaboration. It should be open and above board – transparent – but this is exactly how they should grow as learners.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Using tools like Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet, teacher can see their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History), and can track not only quality, but quantity. (See the post on \u003ca href=\"http://indianajen.com/2013/10/20/google-docs-research-how-to/\" target=\"_blank\">Google Docs and research\u003c/a>.)\u003c/p>\n\u003cp>We have all heard students complain that a member of the group has “contributed nothing.” Now, there's a method to verify. While student A may have contributed fewer comments or changes, those contributions may have been especially meaningful and balanced. Likewise, if student B has never logged into the system, the teacher knows this well before the project is complete and can follow up and discuss with that student the necessities of participation.\u003c/p>\n\u003ch3>\u003cstrong>But What About the Test?\u003c/strong>\u003c/h3>\n\u003cp>Outside of project work or written papers, we still have the formal quiz and test assessment. Many of us are \u003cem>required\u003c/em> to do testing in our classes (in the form of mid-terms or finals). This does not mean that the anti-collaboration walls must go up.\u003c/p>\n\u003cp>Now, we ask students not to discuss test questions or we guard them in the fear that those questions will leak out via cellphone snapshots — or that a student might Google the answer. Perhaps it’s time to reassess how we write our exams. If you can Google the answer, how good is the question?\u003c/p>\n\u003cp>Do we want students to simply memorize and regurgitate information? Is this the type of learning that we value in the 21st century? Or do we want them to think, assess, reason, and verbalize (vocally or in written form) their processes and ideas? I would argue that the latter is better not only in assessment but in overall skills.\u003c/p>\n\u003cp>A student may produce an entirely wrong answer, but if how they got there was through logic, reasonable assumption, educated guessing (not just plain old “guessing”) – and they were effective in communicating that process – then there is evidence of learning that I can take into account. I’m not left to figure out what they DID know from a T/F or multi-choice “wrong” answer.\u003c/p>\n\u003cp>Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.\u003c/p>\n\u003cp>Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on \u003ca href=\"http://indianajen.com/2013/05/16/reblogged-from-edudemic-combating-plagiarism-on-the-digital-frontier/\" target=\"_blank\">combating plagiarism\u003c/a>.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.\u003c/p>\n\u003cp>The reality is that rote memorization is largely becoming obsolete and not a reflection of the needs we have in our citizens or our workforce. Instead, we need to get busy fostering creative and developmental skills that will allow them to achieve through their skills as collaborators and creative makers and shapers of information and ideas.\u003c/p>\n\u003cp>This is the power of the new technologies that are populating the digital frontier of education.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/TeacherJenCarey\">Jennifer Carey\u003c/a> is Director of Academic Technology at the \u003ca href=\"http://www.ransomeverglades.org\">Ransom Everglades School \u003c/a> in Coconut Grove, Florida. This post originally appeared on\u003ca href=\"http://plpnetwork.com/2013/12/16/plagiarism-vs-collaboration-educations-digital-frontier/\"> Powerful Learning Blog\u003c/a>.\u003cbr>\n\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33566/is-it-plagiarism-or-collaboration","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_739","mindshift_1040","mindshift_482"],"label":"mindshift"},"mindshift_16612":{"type":"posts","id":"mindshift_16612","meta":{"index":"posts_1591205157","site":"mindshift","id":"16612","score":null,"sort":[1320347555000]},"guestAuthors":[],"slug":"plagiarism-tactics-differ-between-high-school-and-college-students","title":"Plagiarism Differences in High School and College Students","publishDate":1320347555,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_15979\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A report released today by the plagiarism-detection tool \u003ca href=\"https://turnitin.com/static/index.php\">TurnItIn \u003c/a>confirms what a lot of teachers already know: that students are copying content from online sources. According to the report, for both high school and college students, \u003ca href=\"http://wikipedia.org\">Wikipedia\u003c/a> and \u003ca href=\"http://answers.yahoo.com\">Yahoo Answers\u003c/a> were the top two most popular sources of lifted copy.\u003c/p>\n\u003cp>But another interesting fact emerged from the report about the difference between high school and college students. While 31% of content matches for high school students came from social and \"content-sharing\" sites (like Facebook or Yahoo Answers), just 26% of the matches for college students originated there.\u003c/p>\n\u003cp>College students were more likely to use content from cheat sites and paper mills, the report finds: 19.6% of content matches in college students' papers came from those sites, whereas just 14.1% of matches to high school students' papers. College students were also more likely to turn to news sites -- 16.6% versus 12.3% of college students. And even though \u003c!--more-->Wikipedia was the most popular source for copied content, encyclopedias in general constituted roughly 11-12% of content for both populations.\u003c/p>\n\u003cp>The data from this report comes from TurnItIn's own business: some 128 million content matches from 33 million student papers (24 million from higher education and nine million from high school) over a one-year period. That is, when students' papers were submitted to TurnItIn, its system found passages from those papers matched content available on the open Web.\u003c/p>\n\u003cp>The report doesn't indicate whether or not students cited these sources (it's likely that many did). And TurnItIn doesn't always catch plagiarized material from behind paywalls -- sites that require subscriptions, for example, like many academic journals may not be included in what TurnItIn indexes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>TurnItIn's report backs up a recent \u003ca href=\"http://www.pewinternet.org/Media-Mentions/2011/Steal-this-report-College-plagiarism-up-says-Pew-report.aspx\">Pew Research Center\u003c/a> survey, which showed that more than half of college presidents said that they believe plagiarism has increased among their students over the course of the last decade. None of this is surprising, of course. The \"copy-and-paste\" functionality and the massive amount of online material available makes it a lot easier to take whole sections of a Web site and plop it into one's assignment. As long as the source is cited, of course, it's not necessarily considered plagiarism.\u003c/p>\n\u003cp>To help combat plagiarism, TurnItIn makes a number of suggestions for educators: make your assignments plagiarism-proof, the company suggests. Help students better understand citations. And -- of course -- the company recommends schools use a service like TurnItIn.\u003c/p>\n\u003cp>Recently we looked at some of the factors that may be behind our \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">culture of academic dishonesty\u003c/a>.\" Is it simply that students are taking advantage of easier copy-and-paste technology and online resources, or are there other issues at play? For example, what are the pressures on college students that make them far more likely to turn to cheating sites than high school students? What are the reasons why high schoolers turn more to social sites? How can we take advantage of their interest in working with their peers while helping them learn not to simply copy from them?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How can we address these factors, while creating better assignments -- ones that reward creative thinking -- and offering better instruction about citation?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1320347705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":543},"headData":{"title":"Plagiarism Differences in High School and College Students | KQED","description":"A report released today by the plagiarism-detection tool TurnItIn confirms what a lot of teachers already know: that students are copying content from online sources. According to the report, for both high school and college students, Wikipedia and Yahoo Answers were the top two most popular sources of lifted copy. But another interesting fact emerged","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Plagiarism Differences in High School and College Students","datePublished":"2011-11-03T19:12:35.000Z","dateModified":"2011-11-03T19:15:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16612 http://blogs.kqed.org/mindshift/?p=16612","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/03/plagiarism-tactics-differ-between-high-school-and-college-students/","disqusTitle":"Plagiarism Differences in High School and College Students","path":"/mindshift/16612/plagiarism-tactics-differ-between-high-school-and-college-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_15979\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/chemistry_homework/\" rel=\"attachment wp-att-15979\">\u003cimg class=\"size-full wp-image-15979\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/chemistry_homework.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>A report released today by the plagiarism-detection tool \u003ca href=\"https://turnitin.com/static/index.php\">TurnItIn \u003c/a>confirms what a lot of teachers already know: that students are copying content from online sources. According to the report, for both high school and college students, \u003ca href=\"http://wikipedia.org\">Wikipedia\u003c/a> and \u003ca href=\"http://answers.yahoo.com\">Yahoo Answers\u003c/a> were the top two most popular sources of lifted copy.\u003c/p>\n\u003cp>But another interesting fact emerged from the report about the difference between high school and college students. While 31% of content matches for high school students came from social and \"content-sharing\" sites (like Facebook or Yahoo Answers), just 26% of the matches for college students originated there.\u003c/p>\n\u003cp>College students were more likely to use content from cheat sites and paper mills, the report finds: 19.6% of content matches in college students' papers came from those sites, whereas just 14.1% of matches to high school students' papers. College students were also more likely to turn to news sites -- 16.6% versus 12.3% of college students. And even though \u003c!--more-->Wikipedia was the most popular source for copied content, encyclopedias in general constituted roughly 11-12% of content for both populations.\u003c/p>\n\u003cp>The data from this report comes from TurnItIn's own business: some 128 million content matches from 33 million student papers (24 million from higher education and nine million from high school) over a one-year period. That is, when students' papers were submitted to TurnItIn, its system found passages from those papers matched content available on the open Web.\u003c/p>\n\u003cp>The report doesn't indicate whether or not students cited these sources (it's likely that many did). And TurnItIn doesn't always catch plagiarized material from behind paywalls -- sites that require subscriptions, for example, like many academic journals may not be included in what TurnItIn indexes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>TurnItIn's report backs up a recent \u003ca href=\"http://www.pewinternet.org/Media-Mentions/2011/Steal-this-report-College-plagiarism-up-says-Pew-report.aspx\">Pew Research Center\u003c/a> survey, which showed that more than half of college presidents said that they believe plagiarism has increased among their students over the course of the last decade. None of this is surprising, of course. The \"copy-and-paste\" functionality and the massive amount of online material available makes it a lot easier to take whole sections of a Web site and plop it into one's assignment. As long as the source is cited, of course, it's not necessarily considered plagiarism.\u003c/p>\n\u003cp>To help combat plagiarism, TurnItIn makes a number of suggestions for educators: make your assignments plagiarism-proof, the company suggests. Help students better understand citations. And -- of course -- the company recommends schools use a service like TurnItIn.\u003c/p>\n\u003cp>Recently we looked at some of the factors that may be behind our \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/whats-behind-the-culture-of-academic-dishonesty/\">culture of academic dishonesty\u003c/a>.\" Is it simply that students are taking advantage of easier copy-and-paste technology and online resources, or are there other issues at play? For example, what are the pressures on college students that make them far more likely to turn to cheating sites than high school students? What are the reasons why high schoolers turn more to social sites? How can we take advantage of their interest in working with their peers while helping them learn not to simply copy from them?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>How can we address these factors, while creating better assignments -- ones that reward creative thinking -- and offering better instruction about citation?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16612/plagiarism-tactics-differ-between-high-school-and-college-students","authors":["4352"],"categories":["mindshift_194"],"tags":["mindshift_739","mindshift_482"],"featImg":"mindshift_15979","label":"mindshift"},"mindshift_11481":{"type":"posts","id":"mindshift_11481","meta":{"index":"posts_1591205157","site":"mindshift","id":"11481","score":null,"sort":[1305071163000]},"guestAuthors":[],"slug":"plagiarism-or-paraphrasing-does-it-matter-anymore","title":"Plagiarism or Paraphrasing: Does it Matter Anymore?","publishDate":1305071163,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Last week's post about how the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet affects plagiarism \u003c/a>brought up some interesting points of discussion.\u003c/p>\n\u003cp>Readers are parsing the difference between copying information verbatim without citing the source, and paraphrasing information gleaned from sources like Wikipedia.\u003c/p>\n\u003cp>One reader writes:\u003c/p>\n\u003cblockquote>\u003cp>As a graduate student and researcher, \u003cstrong>80% of what I do is not expressing original thoughts, but accurately understanding, coherently organizing, and properly attributing other people's thoughts. \u003c/strong>I realize TurnItIn focuses on essays and term papers, not research, but perhaps what we really need is better education on how to attribute and use sources.\u003c/p>\u003c/blockquote>\n\u003cp>Another reader takes a step back and frames the conversation in terms of information ownership:\u003c/p>\n\u003cblockquote>\u003cp>We are entering an age where ownership of information is becoming increasingly shared or indeterminate. Therefore, it's time to re-think the concept of plagiarism.\u003c/p>\n\u003cp>This young generation of thinkers sees intellectual property very differently than my older generation does. I believe we are not far from an era where most information is considered public property and \u003cstrong>one's intellectual value is measured by what one can do with information rather than by how much one knows. In this new world, plagiarism will become irrelevant.\u003c/strong> \u003c!--more-->Of course, those who reject my hypothesis can always use technological solutions to address this fundamentally technological problem. Personally, I'd rather cultivate a paradigm shift in my own thinking about what I truly value in student writing. Changing my old attitudes is preferable to wrestling with out-dated notions of plagiarism that are doomed to become irrelevant by the middle of the 21st century. Like it or not, this new generation is going to re-define much of what us old timers take for granted.\u003c/p>\u003c/blockquote>\n\u003cp>A reference librarian says she believes Wikipedia is a legitimate resource to begin research, and paraphrasing is not plagiarism.\u003c/p>\n\u003cblockquote>\u003cp>I explain that it is perfectly okay to use Wikipedia to start your research, because it can guide you to more specific sources.\u003cstrong> It is also okay to copy ideas from other sources, as long as you understand those ideas and can put them in your own words. After all, it is not reasonable to ask a sixteen year old to come up with an original insight into Shakespeare, the Civil Rights movement or the use of antibiotics.\u003c/strong> But we can certainly do a better job in helping those students understand what might constitute legitimate information sharing from legitimate sources as opposed to short-cuts that amount to cheating.\u003c/p>\u003c/blockquote>\n\u003cp>Another reader believes that using another source's idea without reference is also plagiarism, whether or not the same words are used.\u003c/p>\n\u003cblockquote>\u003cp>The whole point of plagiarism (which many confuse with copyright which punishes copying exact words) is that you're copying someone else's *idea* without attribution, not just their exact words.\u003c/p>\u003c/blockquote>\n\u003cp>This brings me back to the idea, written by Esther Wojcicki, about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">the importance of students learning the skills of a journalist\u003c/a>: Collect and confirm information.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305071163,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":492},"headData":{"title":"Plagiarism or Paraphrasing: Does it Matter Anymore? | KQED","description":"Last week's post about how the Internet affects plagiarism brought up some interesting points of discussion. Readers are parsing the difference between copying information verbatim without citing the source, and paraphrasing information gleaned from sources like Wikipedia. One reader writes: As a graduate student and researcher, 80% of what I do is not expressing original","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Plagiarism or Paraphrasing: Does it Matter Anymore?","datePublished":"2011-05-10T23:46:03.000Z","dateModified":"2011-05-10T23:46:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11481 http://blogs.kqed.org/mindshift/?p=11481","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/10/plagiarism-or-paraphrasing-does-it-matter-anymore/","disqusTitle":"Plagiarism or Paraphrasing: Does it Matter Anymore?","path":"/mindshift/11481/plagiarism-or-paraphrasing-does-it-matter-anymore","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last week's post about how the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet affects plagiarism \u003c/a>brought up some interesting points of discussion.\u003c/p>\n\u003cp>Readers are parsing the difference between copying information verbatim without citing the source, and paraphrasing information gleaned from sources like Wikipedia.\u003c/p>\n\u003cp>One reader writes:\u003c/p>\n\u003cblockquote>\u003cp>As a graduate student and researcher, \u003cstrong>80% of what I do is not expressing original thoughts, but accurately understanding, coherently organizing, and properly attributing other people's thoughts. \u003c/strong>I realize TurnItIn focuses on essays and term papers, not research, but perhaps what we really need is better education on how to attribute and use sources.\u003c/p>\u003c/blockquote>\n\u003cp>Another reader takes a step back and frames the conversation in terms of information ownership:\u003c/p>\n\u003cblockquote>\u003cp>We are entering an age where ownership of information is becoming increasingly shared or indeterminate. Therefore, it's time to re-think the concept of plagiarism.\u003c/p>\n\u003cp>This young generation of thinkers sees intellectual property very differently than my older generation does. I believe we are not far from an era where most information is considered public property and \u003cstrong>one's intellectual value is measured by what one can do with information rather than by how much one knows. In this new world, plagiarism will become irrelevant.\u003c/strong> \u003c!--more-->Of course, those who reject my hypothesis can always use technological solutions to address this fundamentally technological problem. Personally, I'd rather cultivate a paradigm shift in my own thinking about what I truly value in student writing. Changing my old attitudes is preferable to wrestling with out-dated notions of plagiarism that are doomed to become irrelevant by the middle of the 21st century. Like it or not, this new generation is going to re-define much of what us old timers take for granted.\u003c/p>\u003c/blockquote>\n\u003cp>A reference librarian says she believes Wikipedia is a legitimate resource to begin research, and paraphrasing is not plagiarism.\u003c/p>\n\u003cblockquote>\u003cp>I explain that it is perfectly okay to use Wikipedia to start your research, because it can guide you to more specific sources.\u003cstrong> It is also okay to copy ideas from other sources, as long as you understand those ideas and can put them in your own words. After all, it is not reasonable to ask a sixteen year old to come up with an original insight into Shakespeare, the Civil Rights movement or the use of antibiotics.\u003c/strong> But we can certainly do a better job in helping those students understand what might constitute legitimate information sharing from legitimate sources as opposed to short-cuts that amount to cheating.\u003c/p>\u003c/blockquote>\n\u003cp>Another reader believes that using another source's idea without reference is also plagiarism, whether or not the same words are used.\u003c/p>\n\u003cblockquote>\u003cp>The whole point of plagiarism (which many confuse with copyright which punishes copying exact words) is that you're copying someone else's *idea* without attribution, not just their exact words.\u003c/p>\u003c/blockquote>\n\u003cp>This brings me back to the idea, written by Esther Wojcicki, about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">the importance of students learning the skills of a journalist\u003c/a>: Collect and confirm information.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11481/plagiarism-or-paraphrasing-does-it-matter-anymore","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_482","mindshift_455"],"featImg":"mindshift_11486","label":"mindshift"},"mindshift_11120":{"type":"posts","id":"mindshift_11120","meta":{"index":"posts_1591205157","site":"mindshift","id":"11120","score":null,"sort":[1304356536000]},"guestAuthors":[],"slug":"how-the-internet-affects-plagiarism","title":"How the Internet Affects Plagiarism","publishDate":1304356536,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-11135\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/encyclo-2/\">\u003cimg class=\"size-medium wp-image-11135\" title=\"encyclo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/encyclo1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Plagiarism is nothing new. Students have been plagiarizing far before the Internet was widely available -- whether it was copying from the encyclopedia or hiring professionals. But the Internet and the explosion of online resources has made it easier for students to get to those resources. You'll find a number of websites geared specifically to cheating -- sites where you can buy papers, for example. But even if students opt not to pay-to-cheat, the Internet does seem to make it easier to lift content. It's as easy as copy-and-paste.\u003c/p>\n\u003cp>But by those very same standards, it also means that plagiarism is much easier to identify. Even without purchasing expensive plagiarism-tracking software, instructors can Google suspicious-sounding sentences from students' work and determine whether or not they've lifted content from online resources.\u003c/p>\n\u003cp>Even though plagiarism is often easily identifiable via a simple Web search, many schools have opted to purchase one of the many plagiarism-checking software programs currently on the market. One of the best known options is \u003ca href=\"http://www.turnitin.com\">TurnItIn\u003c/a>, which has just released an interesting \u003ca href=\"http://pages.turnitin.com/PlagiarismandtheWebSEC.html\">white paper\u003c/a>, based on the 40 million some-odd papers that have been submitted and analyzed by the site.\u003c/p>\n\u003cp>Some of the key finds from the paper include:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Plagiarism is going social\u003c/strong>: One-third of all content matched in the study is from social networks, content sharing or question-and-answer sites where users contribute and share content.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Legitimate educational sites are more popular than cheat sites\u003c/strong>: One-quarter of all matched material is from legitimate educational web sites, almost double the number that comes from paper mills or cheat sites.\u003c/li>\n\u003cli>\u003cstrong> \u003c/strong>15% of content matches come directly from sites that promote and\u003cstrong> benefit from academic dishonesty\u003c/strong>: Paper mills and cheat sites are the third most popular category for matched content.\u003c/li>\n\u003cli>\u003cstrong>Wikipedia is the most popular site for matched content\u003c/strong>: It remains the single most used source for student-matched content on the Web, comprising 7% of matches in the months examined.\u003c/li>\n\u003c/ul>\n\u003cp>The TurnItIn research suggests that students really are trying to \"do the right thing.\" Noting the decrease in the number of students turning to sites that are clearly identified as \"cheating,\" the white paper asks if our new digital culture -- one that promotes sharing, openness, and re-use -- is running counter to some of the \"fundamental tenets of education -- the ability to develop, organize, and express original thoughts.\" The paper suggests that many students really aren't clear about what is legitimate re-use compared to plagiarism.\u003c!--more-->\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The white paper urges teachers to continue to teach proper citation methods and to discuss with students what constitutes fair use and what's considered stealing. And no surprise, TurnItIn contends that adopting its tools means a reduction in students using \"unoriginal content,\" by as much as 30 - 35% in the first year.\u003c/p>\n\u003cp>Whether or not institutions opt to pay for plagiarism checking services like TurnItIn, the white paper does echo what many teachers already know from their day-to-day grading habits: Students turn to online sources to help them write their papers. But it's important to note that these sources \u003cem>aren't\u003c/em> necessarily associated with cheating.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For educators and parents, the question is, how can we better equip students to take advantage of the vast resources online without succumbing to plagiarizing?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1304464037,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":555},"headData":{"title":"How the Internet Affects Plagiarism | KQED","description":"Plagiarism is nothing new. Students have been plagiarizing far before the Internet was widely available -- whether it was copying from the encyclopedia or hiring professionals. But the Internet and the explosion of online resources has made it easier for students to get to those resources. You'll find a number of websites geared specifically to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How the Internet Affects Plagiarism","datePublished":"2011-05-02T17:15:36.000Z","dateModified":"2011-05-03T23:07:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11120 http://blogs.kqed.org/mindshift/?p=11120","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/02/how-the-internet-affects-plagiarism/","disqusTitle":"How the Internet Affects Plagiarism","path":"/mindshift/11120/how-the-internet-affects-plagiarism","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-11135\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/encyclo-2/\">\u003cimg class=\"size-medium wp-image-11135\" title=\"encyclo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/encyclo1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp>Plagiarism is nothing new. Students have been plagiarizing far before the Internet was widely available -- whether it was copying from the encyclopedia or hiring professionals. But the Internet and the explosion of online resources has made it easier for students to get to those resources. You'll find a number of websites geared specifically to cheating -- sites where you can buy papers, for example. But even if students opt not to pay-to-cheat, the Internet does seem to make it easier to lift content. It's as easy as copy-and-paste.\u003c/p>\n\u003cp>But by those very same standards, it also means that plagiarism is much easier to identify. Even without purchasing expensive plagiarism-tracking software, instructors can Google suspicious-sounding sentences from students' work and determine whether or not they've lifted content from online resources.\u003c/p>\n\u003cp>Even though plagiarism is often easily identifiable via a simple Web search, many schools have opted to purchase one of the many plagiarism-checking software programs currently on the market. One of the best known options is \u003ca href=\"http://www.turnitin.com\">TurnItIn\u003c/a>, which has just released an interesting \u003ca href=\"http://pages.turnitin.com/PlagiarismandtheWebSEC.html\">white paper\u003c/a>, based on the 40 million some-odd papers that have been submitted and analyzed by the site.\u003c/p>\n\u003cp>Some of the key finds from the paper include:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Plagiarism is going social\u003c/strong>: One-third of all content matched in the study is from social networks, content sharing or question-and-answer sites where users contribute and share content.\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong>Legitimate educational sites are more popular than cheat sites\u003c/strong>: One-quarter of all matched material is from legitimate educational web sites, almost double the number that comes from paper mills or cheat sites.\u003c/li>\n\u003cli>\u003cstrong> \u003c/strong>15% of content matches come directly from sites that promote and\u003cstrong> benefit from academic dishonesty\u003c/strong>: Paper mills and cheat sites are the third most popular category for matched content.\u003c/li>\n\u003cli>\u003cstrong>Wikipedia is the most popular site for matched content\u003c/strong>: It remains the single most used source for student-matched content on the Web, comprising 7% of matches in the months examined.\u003c/li>\n\u003c/ul>\n\u003cp>The TurnItIn research suggests that students really are trying to \"do the right thing.\" Noting the decrease in the number of students turning to sites that are clearly identified as \"cheating,\" the white paper asks if our new digital culture -- one that promotes sharing, openness, and re-use -- is running counter to some of the \"fundamental tenets of education -- the ability to develop, organize, and express original thoughts.\" The paper suggests that many students really aren't clear about what is legitimate re-use compared to plagiarism.\u003c!--more-->\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The white paper urges teachers to continue to teach proper citation methods and to discuss with students what constitutes fair use and what's considered stealing. And no surprise, TurnItIn contends that adopting its tools means a reduction in students using \"unoriginal content,\" by as much as 30 - 35% in the first year.\u003c/p>\n\u003cp>Whether or not institutions opt to pay for plagiarism checking services like TurnItIn, the white paper does echo what many teachers already know from their day-to-day grading habits: Students turn to online sources to help them write their papers. But it's important to note that these sources \u003cem>aren't\u003c/em> necessarily associated with cheating.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>For educators and parents, the question is, how can we better equip students to take advantage of the vast resources online without succumbing to plagiarizing?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11120/how-the-internet-affects-plagiarism","authors":["4352"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_482","mindshift_483"],"featImg":"mindshift_11135","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? 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You ask the questions. You decide what Bay Curious investigates. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. Plus, KQED’s Bianca Taylor brings you the local KQED news you need to know.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Consider-This-Podcast-Tile-703x703-1.jpg","imageAlt":"Consider This from NPR and KQED","officialWebsiteLink":"/podcasts/considerthis","meta":{"site":"news","source":"kqed","order":"7"},"link":"/podcasts/considerthis","subscribe":{"apple":"https://podcasts.apple.com/podcast/id1503226625?mt=2&at=11l79Y&ct=nprdirectory","npr":"https://rpb3r.app.goo.gl/coronavirusdaily","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM1NS9wb2RjYXN0LnhtbA","spotify":"https://open.spotify.com/show/3Z6JdCS2d0eFEpXHKI6WqH"}},"forum":{"id":"forum","title":"Forum","tagline":"The conversation starts here","info":"KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.","airtime":"MON-FRI 9am-11am, 10pm-11pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED Forum with Mina Kim and Alexis Madrigal","officialWebsiteLink":"/forum","meta":{"site":"news","source":"kqed","order":"8"},"link":"/forum","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/kqeds-forum/id73329719","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz","npr":"https://www.npr.org/podcasts/432307980/forum","stitcher":"https://www.stitcher.com/podcast/kqedfm-kqeds-forum-podcast","rss":"https://feeds.megaphone.fm/KQINC9557381633"}},"freakonomics-radio":{"id":"freakonomics-radio","title":"Freakonomics Radio","info":"Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. 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Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.","airtime":"MON-THU 11am-12pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Here-And-Now-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"http://www.wbur.org/hereandnow","meta":{"site":"news","source":"npr"},"link":"/radio/program/here-and-now","subsdcribe":{"apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=426698661","tuneIn":"https://tunein.com/radio/Here--Now-p211/","rss":"https://feeds.npr.org/510051/podcast.xml"}},"how-i-built-this":{"id":"how-i-built-this","title":"How I Built This with Guy Raz","info":"Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png","officialWebsiteLink":"https://www.npr.org/podcasts/510313/how-i-built-this","airtime":"SUN 7:30pm-8pm","meta":{"site":"news","source":"npr"},"link":"/radio/program/how-i-built-this","subscribe":{"npr":"https://rpb3r.app.goo.gl/3zxy","apple":"https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2","tuneIn":"https://tunein.com/podcasts/Arts--Culture-Podcasts/How-I-Built-This-p910896/","rss":"https://feeds.npr.org/510313/podcast.xml"}},"inside-europe":{"id":"inside-europe","title":"Inside Europe","info":"Inside Europe, a one-hour weekly news magazine hosted by Helen Seeney and Keith Walker, explores the topical issues shaping the continent. No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Inside-Europe-Podcast-Tile-300x300-1.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.","airtime":"MON-FRI 3am-9am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/morning-edition/","meta":{"site":"news","source":"npr"},"link":"/radio/program/morning-edition"},"onourwatch":{"id":"onourwatch","title":"On Our Watch","tagline":"Police secrets, unsealed","info":"For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. 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